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In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...
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This report presents an overview of the process and initial findings of a systematic review and meta-analysis of the literature on computer simulations for K–12 science, technology, engineering, and mathematics (STEM) learning topics. Both quantitative and qualitative research studies on the effects of simulation in STEM were reviewed. Studies that reported effect size measures or the data to calculate effect sizes were included in the meta-analysis. Important moderating factors related to...
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This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide...
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The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N ¼ 3081) in the category of games, 29 studies (N ¼ 2553) in the category of games, and 27 studies (N ¼ 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that...
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Outcome measure
- Attitudes (1)
- Behaviour (1)
- Learning (4)
- Socio-emotional learning (1)
Education Level and Type
- ECE 0-7 (1)
- Informal education (1)
- K-12 (4)
- Tertiary (2)
Groups of students
- _No mention (1)
- SEND (1)
School or home
- School (3)
Moderating variables
- Assessments (1)
- Design-type/ testing instruments (1)
- Feedback (2)
- Grade/education level (1)
- IQ (1)
- Length of time
- Novelty Effect (1)
- Peer involvement/group learning (2)
- Subject (1)
- Teacher involvement (2)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (1)
- Game learning (2)
- General apps (1)
- Robotics (1)
- Simulations (2)
- Virtual Reality (2)
Tech mechanism
Learning Approach
- Blended learning (1)
- Classroom learning (4)
- Remote learning (1)
Teacher Pedagogy
- Collaboration (2)
- Feedback (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (4)